Multicenter P300 Brain Mapping of Impaired Attention to Cues in Hyperkinetic Children

Brandeis, Daniel; Banaschewski, Tobias; Baving, Lioba; Georgiewa, Petra; Blanz, Bernhard; Schmidt, Martin H.; Warnke, Andreas; Steinhausen, Hans-Christoph; Rothenberger, Aribert; Scheuerpflug, P.

doi:10.1097/00004583-200208000-00018

Cited by 107 publications

(78 citation statements)

References 22 publications

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“…when letters other than X follow the A), with cues requiring orienting and targets requiring selection for action. In a study of children diagnosed with ICD-10 HD, Brandeis et al (2002) reported enhanced cue-N1 and attenuated cue-P3a/P3b, interpreted as overly strong initial orienting to cues, and subsequent issues with attention resource allocation, respectively. Children with AD/HDcom showed differences in P3 indicative of problems with cue orienting, and subsequent CNV differences indicating inefficient preparation for the upcoming stimulus, effects that were not present for an Oppositional Defiant Disorder (ODD) or co-morbid AD/HDcom and ODD group (Banaschewski et al, 2003).…”

Section: Attentionmentioning

confidence: 99%

Ten years on: A follow-up review of ERP research in attention-deficit/hyperactivity disorder

Johnstone

Barry

Clarke

2013

Clinical Neurophysiology

148

132

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This article reviews the event-related potential (ERP) literature in relation to attention-deficit/hyperactivity disorder (AD/HD) over the years [2002][2003][2004][2005][2006][2007][2008][2009][2010][2011][2012]. ERP studies exploring various aspects of brain functioning in children and adolescents with AD/HD are reviewed, with a focus on group effects and interpretations in the domains of attention, inhibitory control, performance monitoring, non-pharmacological treatments, and ERP/energetics interactions. There has been a distinct shift in research intensity over the past 10 years, with a large increase in ERP studies conducted in the areas of inhibitory control and performance monitoring. Overall, the research has identified a substantial number of ERP correlates of AD/HD. Robust differences from healthy controls have been reported in early orienting, inhibitory control, and error-processing components. These data offer potential to improve our understanding of the specific brain dysfunction(s) which contribute to the disorder. The literature would benefit from a more rigorous approach to clinical group composition and consideration of age effects, as well as increased emphasis on replication and extension studies using exacting participant, task, and analysis parameters. • Research focus and intensity has been in the domains of attention, inhibitory control, performance monitoring, non-pharmacological treatments, and ERP/energetics interactions.• Some consistent differences from healthy controls are emerging, but more emphasis on replication and extension studies is needed to increase the consistency and specificity of results. AbstractThis article reviews the event-related potential (ERP) literature in relation to attentiondeficit/hyperactivity disorder (AD/HD) over the years 2002 to 2012. ERP studies exploring various aspects of brain functioning in children and adolescents with AD/HD are examined, with a focus on group effects and interpretations in the domains of attention, inhibitory control, performance monitoring, non-pharmacological treatments, and ERP/energetics interactions. There has been a distinct shift in research intensity over the past 10 years, with a large increase in ERP studies conducted in the areas of inhibitory control and performance monitoring. Overall, the research has identified a substantial number of ERP correlates of AD/HD. Robust differences from healthy controls have been reported in early orienting, inhibitory control, and error-processing components.These data offer potential to improve our understanding of the specific brain dysfunction(s) which contribute to the disorder. The literature would benefit from a more rigorous approach to clinical group composition and consideration of age effects, as well as increased emphasis on replication and extension studies using exacting participant, task, and analysis parameters.

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Section: Attentionmentioning

confidence: 99%

Ten years on: A follow-up review of ERP research in attention-deficit/hyperactivity disorder

Johnstone

Barry

Clarke

2013

Clinical Neurophysiology

148

132

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“…With regard to ADHD, the most replicated and robust findings in early components are a lower amplitude, longer latency, and different topography of the P300 in affected children compared with healthy controls. 28 However, neurofeedback of ERPs almost exclusively addresses changes in later, slower, or sustained components, which are registered in a latency range of 500 to 1000 ms after cue presentation (SCPs). SCPs represent changes of cortical direct current electrical activity and have been related to the level of excitation of underlying cortical regions.…”

Section: Eeg Frequency Band Studiesmentioning

confidence: 99%

Neurofeedback for ADHD

Holtmann

Sonuga‐Barke

Cortese

et al. 2014

Child and Adolescent Psychiatric Clinics of North America

Self Cite

110

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KEYWORDS ADHD Treatment Neurofeedback Slow cortical potentials Frequency bands Reward KEY POINTSAmong alternative treatment approaches for attention-deficit/hyperactivity disorder (ADHD), neurofeedback has gained empirical support in recent years.Via neurofeedback, children with ADHD are trained to regulate their neurophysiologic profile or to bring it closer to that of nonaffected children; learning of self-regulation is thus a key mechanism.According to recent meta-analytic evidence, neurofeedback leads to significant decreases of ADHD core symptoms; however, if only probably blinded ratings are applied, these effects were reduced to a statistical trend. The evidence remains inconclusive because subsequent studies could demonstrate neither learning of self-regulation nor significant effects for the best blinded assessments.There is a strong need for more evidence from well-blinded, methodologically sound, and sensitive trials demonstrating also learning of self-regulation, before neurofeedback can be assigned the highest level of evidence as a front-line treatment of ADHD. ContinuedChild Adolesc Psychiatric Clin N Am -(2014) ---http://dx

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“…Physiological researchers were the first to find underarousal in students with ADHD, but thought that these students were continually underaroused (understimulated) and overactive (Rosenthal, 1973); however, later research provided evidence to indicate that children with ADHD were physiologically underreactive only in response to some stimulus conditions (often showing smaller magnitude and delayed physiological orienting responses; see Callaway, Halliday, & Naylor, 1983;Rosenthal & Allen, 1978;Satterfield, Schell, Nicholas, Satterfield, & Freese, 1990). Recent findings have similarly concluded that students with ADHD demonstrate a suboptimal regulation of arousal (Banaschewski et al, 2003;Brandeis et al, 2002). Related evidence in support of stimulus deficiency indicated that when normal individuals were placed into sensory-deprivation environments, they performed and acted similarly to individuals with ADHD (i.e., an analogous state) (Kreppner, O'Connor, & Rutter, 2001;Zentall & Zentall, 1983).…”

Section: Theoretical Basismentioning

confidence: 99%

Theory‐ and Evidence‐Based Strategies for Children with Attentional Problems

Zentall

2005

Psychology in the Schools

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This article reviews factors that contribute to and improve selective and sustained attention in children with attention deficit hyperactivity disorder (ADHD-the inattentive and combined subtypes). A brief review of interventions for inattention included psychostimulant medication, behavioral consequences, active-learning, practice, and cognitive behavioral (self-monitoring) techniques. Some of these traditional methods must be applied differently to children with ADHD, and some methods were found to be without empirical support. In contrast, educational interventions that involve increasing antecedent (task and setting) stimulus conditions have been demonstrated to normalize attention, and some actually improved the attentional performance of children with ADHD beyond that of their peers.

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Multicenter P300 Brain Mapping of Impaired Attention to Cues in Hyperkinetic Children

Cited by 107 publications

References 22 publications

Ten years on: A follow-up review of ERP research in attention-deficit/hyperactivity disorder

Ten years on: A follow-up review of ERP research in attention-deficit/hyperactivity disorder

Neurofeedback for ADHD

Theory‐ and Evidence‐Based Strategies for Children with Attentional Problems

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